Teacher: Mr. Brown Office Location: Room 112 Office Hours: 9:30-10:50 (Gold) 12:25-1:45 (Blue) E-mail:tyler.brown1@maine.edu
Summary of Unit
By the end of this unit you will become filmmakers in charge of shedding light on how industrialization has affected a local community. You will be communicating your message to lobbyists who will decide whether or not to help raise awareness of this issue. You will decide what societal issue to cover based on discussions of topics we have already covered throughout the course of the unit. You will also be given the option of researching their own societal issue as long as the topic is cleared with me first. Leading up to this major assignment, we will participate in many lessons to develop your understanding of industrialization and it's effect on local communities. These lessons will include illustrating world maps, producing examples what what effects CO2 levels, comparing sea-levels during pre-industrial and post-industrial Earth, creating media that considers how refugees impact cultural changes in the environment they move to, and creating media-rich presentations about how geographic processes might affect far-racing communities.
Establish Goals
Maine Learning Results
Content Area: Social Studies
Standard: D. Geography
Standard: D1 Geographic Knowledge, concepts, themes, and patterns
Grade Level Span: 9-Diploma
Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future.
Students will understand that
• geographic processes in local communities may have global impacts.
• the study of geography helps to better predict consequences of human interaction at the local, state, national, and global level.
• societal changes impact the physical and cultural environment.
Essential Questions
• How might geographic processes in the Sahara affect ocean communities in the Caribbean?
• How have humans contributed to the rise in CO2 levels over the past 5,000 years?
• Why do societal changes impact the physical and cultural environment?
• describe environmental effects of societal changes
• illustrate political and physical world maps
• compare sea-levels of pre-industrial and post-industrial earth
• produce examples of what affects CO2 levels
• consider how refugees impact cultural changes in the environment they migrate to
• be aware of geographic processes and their effect on far-reaching communities
Performance Task Overview
- will be added after final version of stage 2 is complete
Absences
If, for some special circumstance, you are absent from class, you may check the class wiki to get an idea of what was covered in class as well as retrieve any assigned homework. If you still have questions after reading the class wiki, or if you are unable to access it for some reason, please do not react by throwing your hands up in the air and swearing vengeance upon me. Instead, send me a quick e-mail with your question and I will do my best to clarify everything for you.
Plagiarism
Each and every one of you have the ability to form original thoughts and opinions about the content of our curriculum. Those who attempt to steal other’s thoughts and opinions are not only robbing the original publisher of their hard work, but they are robbing themselves and our class as a whole of their unique and creative opinion. Those who plagiarize will be dealt with according to the school’s policy, and plagiarism will be checked for using a plethora of online resources such as writecheck.com
Assignments
Assigned work is expected to be completed within the given time-frame so that we, as a class, can benefit from progressing through the curriculum together at the same time. If, for any valid reason, you need an extension on a particular assignment you must communicate that to me as soon as possible so that we can work together to create a plan for you.
Classroom Expectations
All I ask is that you respect yourself, your peers, and your opportunity to get an education. We will discuss as a class at the beginning of the semester what “respect” means to us, and that will be the guidelines for our classroom thereafter.
Benchmarks
• I-Movie: Produce a video of how industrialization has negatively effected a local community
• Google Earth/Draw Tool: Draw maps of different regions that include political and physical features
• Google Docs: Research report on how rising sea levels has affected a local community since industrialization
• Glogster: Create a interactive poster about how to counter-act rising CO2 levels
• Comic Life: Create a comic life about the impact of Somialian migration to areas in Maine like Lewiston and Portland
• Presi: Be aware of geographic processes and their effect on far-reaching communities.
Grading Scale
A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82), C+(77 - 79), C (73-76), C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59). A grade of a C- is required for each individual course in the Block. Your grade for the Block will be the average of the four grades you earn from each individual course of the Block.
Office Location: Room 112
Office Hours: 9:30-10:50 (Gold) 12:25-1:45 (Blue)
E-mail: tyler.brown1@maine.edu
Summary of Unit
By the end of this unit you will become filmmakers in charge of shedding light on how industrialization has affected a local community. You will be communicating your message to lobbyists who will decide whether or not to help raise awareness of this issue. You will decide what societal issue to cover based on discussions of topics we have already covered throughout the course of the unit. You will also be given the option of researching their own societal issue as long as the topic is cleared with me first. Leading up to this major assignment, we will participate in many lessons to develop your understanding of industrialization and it's effect on local communities. These lessons will include illustrating world maps, producing examples what what effects CO2 levels, comparing sea-levels during pre-industrial and post-industrial Earth, creating media that considers how refugees impact cultural changes in the environment they move to, and creating media-rich presentations about how geographic processes might affect far-racing communities.
Establish Goals
Maine Learning Results
Content Area: Social Studies
Standard: D. Geography
Standard: D1 Geographic Knowledge, concepts, themes, and patterns
Grade Level Span: 9-Diploma
Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future.
Students will understand that
• geographic processes in local communities may have global impacts.
• the study of geography helps to better predict consequences of human interaction at the local, state, national, and global level.
• societal changes impact the physical and cultural environment.
Essential Questions
• How might geographic processes in the Sahara affect ocean communities in the Caribbean?
• How have humans contributed to the rise in CO2 levels over the past 5,000 years?
• Why do societal changes impact the physical and cultural environment?
Students will know
• Key Terms
tributaries, elevation, culture, society, climate, latitude, longitude, tectonic plates, nations, bodies of water, mountain ranges, political map, physical map, CO2, flooding, pollution, o-zone.
• Key Concepts
Climate change, country/capital info, map interpretation, geographical evolution, rising sea-levels,
• Key Events
Political border reformation, historical geography, social/cultural change, industrialization,
Students will be able to
• describe environmental effects of societal changes• illustrate political and physical world maps
• compare sea-levels of pre-industrial and post-industrial earth
• produce examples of what affects CO2 levels
• consider how refugees impact cultural changes in the environment they migrate to
• be aware of geographic processes and their effect on far-reaching communities
Performance Task Overview
- will be added after final version of stage 2 is complete
Absences
If, for some special circumstance, you are absent from class, you may check the class wiki to get an idea of what was covered in class as well as retrieve any assigned homework. If you still have questions after reading the class wiki, or if you are unable to access it for some reason, please do not react by throwing your hands up in the air and swearing vengeance upon me. Instead, send me a quick e-mail with your question and I will do my best to clarify everything for you.
Plagiarism
Each and every one of you have the ability to form original thoughts and opinions about the content of our curriculum. Those who attempt to steal other’s thoughts and opinions are not only robbing the original publisher of their hard work, but they are robbing themselves and our class as a whole of their unique and creative opinion. Those who plagiarize will be dealt with according to the school’s policy, and plagiarism will be checked for using a plethora of online resources such as writecheck.com
Assignments
Assigned work is expected to be completed within the given time-frame so that we, as a class, can benefit from progressing through the curriculum together at the same time. If, for any valid reason, you need an extension on a particular assignment you must communicate that to me as soon as possible so that we can work together to create a plan for you.
Classroom Expectations
All I ask is that you respect yourself, your peers, and your opportunity to get an education. We will discuss as a class at the beginning of the semester what “respect” means to us, and that will be the guidelines for our classroom thereafter.
Benchmarks
• I-Movie: Produce a video of how industrialization has negatively effected a local community
• Google Earth/Draw Tool: Draw maps of different regions that include political and physical features
• Google Docs: Research report on how rising sea levels has affected a local community since industrialization
• Glogster: Create a interactive poster about how to counter-act rising CO2 levels
• Comic Life: Create a comic life about the impact of Somialian migration to areas in Maine like Lewiston and Portland
• Presi: Be aware of geographic processes and their effect on far-reaching communities.
Grading Scale
A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82), C+(77 - 79), C (73-76), C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59). A grade of a C- is required for each individual course in the Block. Your grade for the Block will be the average of the four grades you earn from each individual course of the Block.